How to Use Problem-Based Learning
Impact on Learning
Assessment Strategies
Problem-Based Learning in Canvas
Relevant Technologies
Things to Consider
Bibliography
Problem-based learning (PBL) is an active learning instructional approach that uses real-world problems to drive teaching and learning activities for the content being covered. “PBL creates motivation. This motivation could result from an intrinsic quality of problems” (Department of Chemical Engineering, n.d.). Problems are typically human-related, open-ended, and high in risky challenges and unknown circumstances. Often there are many possible outcomes that have different levels of success related to the chosen solution.
PBL is different from traditional instruction in that instead of starting with providing students with information, they are first provided with the problem and must then find and apply relevant information that helps solve the problem. Because students must do outside research, PBL projects often take considerable time, with students typically working in teams, following a series of steps to solve the problem, and then presenting the solution as an oral or written presentation.
Good PBL problems have the following key characteristics:
- Problems are realistic and open-ended.
- Problems should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.
- Problems present opportunities for students to analyze and synthesize information.
- Problems motivate students to seek out a deeper understanding of concepts.
- Problems contain an element of uncertainty and risk.
- Problems resemble problems that students will experience in their careers.
How to Use Problem-Based Learning
According to Nilson (2010), PBL is applicable in any discipline or profession that presents unclear and uncertain challenges, such as:
- social sciences
- psychology
- history
- philosophy
- business
- law
- educational administration
- medicine
- nursing
- clinical fields
- biological and physical sciences
- engineering
The following are some of the ways this teaching approach is used to engage students:
- research projects in any of the above-listed subject areas
- engineering design projects
- medical students discuss, research, and diagnose hypothetical medical cases
- business students determine how to save a failing business and make it profitable again
Impact on Learning
According to Nilson (2010), using PBL as an instructional approach can impact learning through:
- providing opportunity for students to work in teams
- incorporating project management and leadership
- including oral and often written communication
- practicing emotional intelligence
- building tolerance for uncertainty
- promoting critical thinking and analysis
- improving conceptual understanding
- encouraging application (transfer) of content knowledge
- incorporating the application of metacognitive strategies
- employing research and information-seeking skills
- improving retention of knowledge
- requiring decision-making
- practicing problem-solving
- activating and applying prior knowledge
- motivating student learning
In addition, by using PBL, students develop skills that help them with future learning and in the workplace.
Assessment Strategies
As with any group project, you will need to give careful consideration regarding the balance between group and individual grading and clearly communicate the parameters to students before the beginning of the projects.
Determine in advance the specific criteria that will be assessed and create a rubric for students to use as a guide before starting projects.
Problem-Based Learning in Canvas
In Canvas, PBL can be supported through discussion, multimedia projects, and videoconferencing.
Students can participate in PBL through the use of discussions. Canvas provides an integrated system for asynchronous online class discussions. Instructors and students can start and contribute to discussions. You can learn more about using Discussions in Canvas from the Canvas Community.
VoiceThread: In Canvas, instructors and students can use VoiceThread to create and share multimedia projects with the class. VoiceThread is an online communication and presentation tool that can be used to create stories that easily share images, videos, voice comments, documents, and written comments. Penn State provides students and faculty access and support in using VoiceThread.
Videoconferencing: Students can work together on PBL projects in real-time through videoconferencing in Canvas by using Zoom, which even allows sharing computer screens and meeting recordings.
Relevant Technologies
The following are a few technologies that can be used for PBL:
- Microsoft Viva Engage, a communication platform available at Penn State, allows everyone in the University to connect through communities and conversations and can be used for students to discuss their PBL group projects. Viva Engage can also be used to share files among group members.
- Microsoft Teams can be used by students to collaborate on written documentation or presentation slides for PBL projects.
- Google Docs can be used by student groups to collaborate on written documentation or presentation slides for PBL projects.
- Student groups can meet virtually through Microsoft Teams, Google Meet, or Zoom.
- Sites at Penn State, VoiceThread, and One Button Studio can be used to create final presentations for PBL projects.
Things to Consider
For successful implementation of PBL, you should consider the following strategies:
- Articulate the learning outcomes of the project. What do you want students to know or be able to do as a result of participating in the assignment?
- PBL requires students to be able to solve problems but does not inherently teach them problem-solving skills. Students may need additional instruction on critical thinking if they are not skilled problem solvers.
- After guiding students through the basic steps used in PBL, instructors should allow student groups to work as independently as possible.
- Student groups should each determine organizational and decision-making rules, fostering buy-in and ownership.
- Outside research is essential to the PBL approach.
- Be sure to provide sufficient structure and scaffolding to promote success.
Bibliography
Center for Innovation in Teaching & Learning. (n.d.). Problem-based learning (PBL). University of Illinois Urbana-Champaign. https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/problem-based-learning-(pbl)
Center for Teaching Innovation. (n.d.). Problem-based learning. Cornell University. https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based-learning
Department of Chemical Engineering. (n.d.). Problem-based learning (PBL). McMaster University. https://www.eng.mcmaster.ca/chemeng/problem-based-learning-pbl/
Ham, M. J. (2015, October 6). Problem-based learning for online courses. Office of Distance Education and eLearning, The Ohio State University. https://odee.osu.edu/news/2015/10/06/problem-based-learning-online-courses
Nilson, L. B. (2010). Problem-based learning. In Teaching at its best: A research-based resource for college instructors (3rd ed., pp. 187–192). San Francisco: Jossey-Bass. https://wp.stolaf.edu/cila/files/2020/09/Teaching-at-Its-Best.pdf
Penn State Schreyer Institute for Teaching Excellence. (2007). Problem solving rubric. http://www.schreyerinstitute.psu.edu/pdf/ProblemSolvingRubric1.pdf